Alimentação no Ensino de Ciências: uma revisão de literatura de 2012 a 2022.

Nutrition can be a facilitating theme for promoting broad readings of our surroundings, given its relationship with biological, social, political, and economic aspects. It is interesting to have an overview of how the theme has been approached, aiming for continuity or the development of other approaches. Thus, we sought to construct a state of knowledge on the works that addressed the theme in science education. For this purpose, 171 works from 2012 to 2022 were gathered from the capes Periodicals Portal, the Brazilian Digital Library of Theses and Dissertations bdtd and the Proceedings of enpec. The data were organized in a spreadsheet, distributed by year, journal and region, and divided into thematic sections of Literature Reviews, Analysis of Textbook and Curriculum Debates, Works in the Context of Basic Education and Works in the Context of Teacher Training and/or Practice. The results showed few works in the North and Northeast of the country. Various approaches were observed, with a marked presence of a nutritional approach and its use for contextualizing or addressing its relationship with curriculum contents. Interdisciplinarity and the need for teacher training were also addressed. We emphasize and advocate for approaches that, in addition to broadly addressing the theme, value its connection with the context and realities of the students. From this perspective, much can be thought and built in science education with this theme. [ABSTRACT FROM AUTHOR]